© Focus Education 2014 for Forest Academy

Year 5: Could you be the next Einstein? Science Y5: Properties and Changes of Materials compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic demonstrate that dissolving, mixing and changes of state are reversible changes explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda WOW: Burn a number of different materials, examine the remains and see whether the original item can be identified. Visit to the Science Museum. LC1 Can you be a forensic scientist? How are reversible and irreversible changes important to forensic scientists? LC2 Can you make a costume for a superhero? LC3 Are all changes permanent? LC4 Can you feel air? LC5 Can you create a Ferris Wheel and use this to consider air resistance, pulleys and gears? LC6 Why are the surfaces of cars and boats smooth? LC7 How do we use physics to move and stop heavy objects? LC8 Reflection: Create your own version of ‘Brainiac’ and present it to Key Stage 1 children. Working Scientifically: carry out tests to answer questions such as ‘Which materials would keep a superhero warm and to stop him melting in extreme circumstances?’ They might compare materials in order to make a switch in a circuit. They could observe and compare the changes that take place, for example when burning different materials. Literacy Link: There are many opportunities to make use of a range of literacy skills in this LC. For example there are opportunities in LC1 to find out about a particular scientist’s work, e.g. Ruth Benerito or Spencer Silver. Creative Art Link: LC2 and LC7 provide opportunities for children to plan, design and make aspects related to the superheroes costume. Frankenstein Mary Shelley Albert Universal Einstein Genius © Focus Education 2014

Year 5: Could you be the next Einstein? Year 5: Science and Art Knowledge, Skills and Understanding Year 5 Science: Materials Design Technology Can they explore different ways to test an idea and choose the best way, and give reasons? Can they vary one factor whilst keeping the others the same in an experiment? Can they explain why they do this? Can they plan and carry out an investigation by controlling variables fairly and accurately? Can they make a prediction with reasons? Can they use information to help make a prediction? Can they use test results to make further predictions and set up further comparative tests? Can they explain (in simple terms) a scientific idea and what evidence supports it? Can they present a report of their findings through writing, display and presentation? Can they explain how changes can result in the formation of new materials? Can they explain what an irreversible change is and give examples? Can they explore the work of famous chemists? (Lavoisier, Priestley, Spencer Silver or Ruth Benerito) Can they distinguish metals from other solid materials by describing metallic properties? Can they explain why some metals rust? Can they explain what happens when vinegar or bicarbonate of soda is added to materials? Can they come up with a range of ideas after they have collected information? Do they take a user’s view into account when designing? Can they produce a detailed step-by-step plan? Can they suggest some alternative plans and say what the good points and drawbacks are about each? Can they explain why their finished product is going to be of good quality? Can they explain how their product will appeal to the audience? Can they use a range of tools and equipment expertly? Do they keep checking that their design is the best it can be? Do they check whether anything could be improved? Can they evaluate appearance and function against the original criteria? Using materials: Are their measurements accurate enough to ensure that everything is precise? How have they ensured that their product is strong and fit for purpose? Are they motivated enough to refine and improve their product? Do they persevere through different stages of the making process? Year 5 Science: Physics Can they explain that unsupported objects fall towards the earth because of the force of gravity acting between the earth and the falling object? Can they identify the effects of air resistance, water resistance and friction that act between moving surfaces? Can they recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect? © Focus Education 2014

Year 5: Could you be the next Einstein? LC1 – Can you be a forensic scientist? How are reversible and irreversible changes important to forensic scientists? LC2 – Can you make a costume for a superhero? The children will be introduced to the Scientist Albert Einstein using the text. They will carry out investigations into reversible and irreversible changes using coke and mentos and chocolate. Children will also mix solids with liquids and observe changes. Children will write an autobiography about themselves. Ch compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. Children will then design their own superhero costume based on what they have learnt. Children will write a biography about Albert Einstein. LC3 – Are all changes permanent? LC4 – Can you feel air? Children will use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. Children will demonstrate that dissolving, mixing and changes of state are reversible changes. Children will observe that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. Children will write a recount of their investigations. Children will identify the effects of air resistance, water resistance and friction, that act between moving surfaces. Children will bring their bikes in to observe the effect brakes have on a bicycle wheel. Children will also investigate air resistance by designing and making parachutes. We will begin to read ‘Frankenstein’ and write a diary entry from the point of view of Frankenstein and the monster. Forest Academy

Year 5: Could you be the next Einstein? LC5 – Can you create a Ferris Wheel and use this to consider air resistance, pulleys and gears? LC6 – Why are the surfaces of cars and boats smooth? Children will learn that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. We will create a Ferris wheel using the lego do sets. Children will predict and write the next chapter of the ‘Frankenstein’ text. Children will explore resistance in water by making and testing boats of different shapes at Millers Pond. The term ‘aerodynamic’ will be introduced and used during investigation write ups. Children will write a chapter of the text from the point of view of ‘Frankenstein’. LC7 – How do we use physics to move and stop heavy objects? LC8 - Reflection: Create your own version of ‘Brainiac’ and present it to Key Stage 1 children. Children will be introduced to the question ‘How are we going to move Children create their own ‘brainiac’ assembly to present to year 2. Children are to draw on their previous learning and include actual investigations to carry out in the assembly e.g coke and mentos. Forest Academy